<![CDATA[This study examines changes in Arabic speaking performance following Communicative Language Teaching (CLT) integrated with Task-Based Language Teaching (TBLT) and compares posttest scores with conventional instruction. A quasi-experimental pretest–posttest control group design involved 34 seventh-grade students at MTs Negeri 2 Banggai, with 17 students in each group. Oral tests assessed pronunciation, vocabulary, grammar, fluency, and content. The experimental group received six instructional sessions. Data were analyzed using descriptive statistics, Shapiro–Wilk and Levene tests, paired-samples and independent-samples t-tests, and normalized gain. Mean scores increased from 47.76 to 62.12 in the experimental group and from 47.06 to 58.12 in the control group; both within-group changes were significant (p < .001). However, posttest scores did not differ significantly between groups, t(32) = −1.478, p = .149. Normalized gains were low in both groups, at .275 and .209, respectively. These findings distinguish significant within-group improvement from evidence of comparative superiority. The study contributes context-specific comparative evidence on Arabic speaking instruction in a madrasah, while the observed descriptive advantage does not establish that CLT integrated with TBLT outperforms conventional instruction]]>
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